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aCTiviTy 1.5 continued
adapt
If students need additional help using verbs or verb tenses, try this activity: Pair students. Give students a stack of note cards with verbs on them. Give the other student a stack of note cards with nouns on them. Have each student take turns drawing a card and then making a sentence using the verb and noun together. Students may wish to use scrap paper to write before they respond or may need time to process a response. Provide adequate time and clarify and correct as needed.
DaYTWO Teach
1 Warm Up: Write a list of verbs from the text on the board. Distribute one sticky note to each student as they enter the classroom. Tell students that to get warmed up for this activity they will each pick one of the verbs on the board and write it on the sticky note. Their task is to explain what the verb means either by saying another word with a similar meaning or by showing the action. Then have students line up, say their verb, and act out you their examples.
2 Remind students that in the previous lesson, they learned about verbs and verb phrases. Explain that in this lesson, they will continue the work on verbs and also learn about making a short argument.
3 Collaborate: Read the direction for the Quick Conversation aloud. Have students take part in a think-write-pair-share to complete the Quick Conversation. Provide a couple of minutes for students to think and write an answer to the question. Then pair students to share ideas, and respond to each other’s ideas. Have students share with the rest of the class the way they completed one of the sentences in the Quick Conversation box.
DIFFErEnTIaTE InteractingInMeaningfulWays:Writing
4 Explain that an explanatory text explains something. Explaining is important because it can help us make sure we understand
what we read or heard, and it can help us to remember important information better. Call on a student to tell you what they did before school today. Then, model explaining by restating what they did using a different verb.
5 Read the model aloud for students. Call on a student to read aloud the fourth paragraph, and have students listen for verbs and how they enhance the story. Then work together to copy the model for a phrase such as jamming in the doorways. Write on
the board and say: The phrase “jamming in the doorways” means that the students pushed together to get out of the classrooms quickly. This verb phrase enhances the story because . . . The word “jamming” reminds me of . . . , so it . . .
6 Pass out of copy of the Word Choice Analyzer Graphic Organizer to each student. Pair students the same way they were in step 3. Explain that students will work on the Write an Explanatory Text activity to write a short explanation about a verb. Students at the Bridging level should be able to complete this activity on their own without support. Have them use the model as needed for structure and support. Students at the Expanding level can use the model for sentence starters. Provide Emerging students with additional small group support to help them complete this activity.
7 When students are done, have each group share an example of a short explanatory text. Use this opportunity to informally assess student work using the following rubric.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Writing.
Emerging: Are students able to write, with support, a short explanatory text comparatively and independently?
Student example: This verb jamming enhances the story because it helps me see the scene.
Using Foundational Literacy Skills
Two-word verbs, or phrasal verbs, exist in very few languages. Many find two-word verbs difficult, but they figure prominently in informal, conversational English. If you notice verb difficulties in speaking or writing, simply restate the standard form.
156 SpringBoard® English Language Development Grade 7
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